Planning to teach in collaborative classrooms Nat Banting & - PowerPoint PPT Presentation

Planning to teach in collaborative classrooms Nat Banting & Ilona Vashchyshyn

“ Plans are of little importance, but planning is essential. –Winston Churchill

OUR CLAIM All classroom decisions are made on a continuum from anticipation to improvisation. Planning follows suit

Teaching Actions Teaching Spaces Anticipation Improvisation Banting & Vashchyshyn SUM 2017

Session Anticipations Work together on prompts Teaching ( populate improvisations ) Actions Teaching Spaces Reflect together on prompts ( populate anticipations ) Anticipation Improvisation Banting & Vashchyshyn SUM 2017

There is a 25% OFF EVERYTHING! sale at your favorite store. When you get to the till, you remember that you have to pay sales tax on your purchase (11%). If you wanted to get a better deal, would you want the discount to be applied before or after the tax?

• Which strategies might students use to arrive at a solution? • Which curricular concepts might students use to address the prompt? • Where might students go wrong? • How would you respond to a student who went wrong? • How would you extend the problem?

• Responses to • Diagnosing student anticipated thinking Teaching Actions strategies, • Offering triggers misconceptions • Connecting / • Connections to contrasting learning curricular outcomes actions • Extensions • Furniture • Offering new tools arrangement Teaching • Organizing Spaces • Grouping method levelling • Workspace opportunities materials • Adding artefacts • Task structure into environment • Task presentation • Controlling time Anticipation Improvisation Banting & Vashchyshyn SUM 2017

You and a friend decide to take advantage of a buy two get one of equal or lesser value free sale. You choose two pairs of shoes and your friend chooses one. What is the fairest way to split the resulting bill? Does your strategy change depending on your choice of shoes?

• Responses to • Diagnosing student anticipated thinking Teaching Actions strategies, • Offering triggers misconceptions • Connecting / • Connections to contrasting learning curricular outcomes actions • Extensions • Furniture • Offering new tools arrangement Teaching • Organizing Spaces • Grouping method levelling • Workspace opportunities materials • Adding artefacts • Task structure into environment • Task presentation • Controlling time Anticipation Improvisation Banting & Vashchyshyn SUM 2017

When designing collaborative lessons, the teacher needs to anticipate the need for improvisation.

Teaching Teaching Spaces Actions Anticipation Mutually Specified Improvisation Mutually Specified Banting & Vashchyshyn SUM 2017

Reflection Teaching Actions Mutually Mutually Specified Specified Teaching Spaces Anticipation Improvisation Reflection Banting & Vashchyshyn SUM 2017

In your groups: How would you plan for this task in your class? Fill out the anticipations for the teaching space and teaching action. How many shapes of area 12 can you make on a 20 x 20 geoboard?

Nat Banting @natbanting www.natbanting.com/blog Ilona Vashchyshyn @vaslona www.logsandreflections.wordpress.com